New York Historical Society Essays - NYHS, Lenape, Peter Minuit

New York Historical Society New York Historical Society: Construction: The cornerstone of the NYHS building at 170 Central Park West was laid on Nov. 17th 1903. Members and guest of the society gathered at the American Museum of Natural History and proceeded to the NYHS building site, a temporary scaffold and viewing stand had been erected for the day's events. After an invocation by the Rev. Charles E. Brugler, Pres. Samuel Verplank Hoffman, reviewed the society's history and listed the articles and publications sealed in a copper box in the corner stone. Hon. Seth Low Mayor of New York City then put the cornerstone into place. Manhattan Purchase: Legend has it that Manhattan Island was purchased from Lenape by Peter Minuit for $24. This account implies that the Dutch shrewdly got the best of the Indians who did not realize the potential value of their land. But it neglects the fact that the Dutch intended to perform a legitimate land deal. Their trading partners the Lenape, could hardly participate in a real estate deal of the type described, as the very concept of land ownership was alien to them. The Great Migration: In one of the largest population transfers of the modern era, millions of southern ans eastern Europeans poured into NY from 1880-1920. Alone the first were Italian men who traded poverty stricken villages for promises of labor recruiters known as padroni.Family and friends came eventually through intricate networks of village paesani, making an ardous journey to relocate to NY neighborhoods that would become Little Italies of the roughly 5 million Italians who arrived at Ellis Island by the early 20th century more than 1 million remained in NY. Today passports, immigration papers, and wooden trunks have passed through their families are a silent testimony to that immense human drama. Bibliography Visit to NYHS History Essays

Impromptu Speech

Impromptu Speech The first basic assignment which you are given in college is to write a good impromptu speech. In order to be able to write a good impromptu speech – you have to have great writing skills as well as imagination and creativity. Be prepared to write an impromptu speech on an unusual impromptu speech topic, and be ready to spend a lot of time writing an impromptu speech. If you decide to write the impromptu speech on your own – the first trap you may stumble upon – is the impromptu speech topic. You can not proceed writing the impromptu speech without defining the impromptu speech topic you want to write about. Usually, in most cases the professor leaves it up to you to choose an impromptu speech topic so you will have to spend some time coming up with the best impromptu speech topic, or choosing a topic among given free impromptu speech topics. If you lack any creativity when writing an impromptu speech – feel free to choose a topic from the list below: * Optimism and pessimism, who are you? * What is knowledge and what is wisdom. How are they alike and different? * A famous dead person I would like to meet * Is it moral to keep a pet at home? * Is a Zoo – a good place for animals? * The most important moral qualities * How to prevent pollution, what is the most serious threat? * Freedom, my understanding of this concept * Sex on the first date * Success, how to measure it? There are many other topics you can write about. In order to find a good impromptu speech topic – you can simply analyze everything you are interested in, and choose something what you feel is important. Here is an example: if you are fond of music – you can discuss if it is good or not to have an idol or a cult figure, etc. Your best decision in choosing the impromptu speech topic is the topic which suits you. CustomWritings.com offers online speech writing services which will help you find a suitable impromptu speech topic and write an impromptu speech for you. We have professional writers who are available and are always at your service. If you have problems writing a good impromptu speech on your own, why not have an expert in impromptu speeches help you? We write custom written speeches exceptionally, and all of them are of the best quality. Good quality does not presume that the paper will seem too smart and wordy – we will write the speech according to all your requirements and instructions. Just give CustomWritings.com a try, and you will be 100% satisfied with our premium performance.

Connotations of Secretary

Connotations of Secretary Connotations of Secretary Connotations of Secretary By Maeve Maddox Secretary is formed from secret. The noun suffix -ary comes from a Latin masculine form and means â€Å"belonging to or engaged in. The first â€Å"secretaries† were men who kept records and wrote letters for kings, i.e., they were people who could be trusted to keep secrets of state. Even today, although the word secretary in a business context lies on the trash heap of â€Å"political correctness,† it remains in honored use as the title of a highly placed government official, for example, â€Å"Secretary of State† and â€Å"Secretary of Defense.† At the beginning of the twentieth century, educational opportunities for women increased and the male fatalities of World War I opened new avenues to female employment. Ambitious young women, like the maid encouraged by Lady Sybil in the Downton Abbey series, aspired to the job of secretary as a means of escaping the drudgery and subservience of domestic employment. In previous decades, employment as a secretary had been a man’s job. As more and more women entered the occupation, the word secretary became feminized in the context of office work. Hollywood movies, novels, and television shows contributed to the various stereotypes that have grown up around the word: brainless young woman who files, takes telephone messages, and provides coffee for the men in the office. beautiful woman with large bosom ogled by boss and other men in the office beautiful/scheming woman looking to break up the boss’s marriage unattractive, highly efficient woman who conceals a decades-long love for the unsuspecting boss highly efficient elderly woman who lives only for her job I have never watched the television series Mad Men, but the Web abounds in articles about its presentation of the role of secretaries in the 1960s. These excerpts from an article in the New York Post (April 6, 2015) indicate that the writers for the series drew shamelessly on secretarial stereotypes: In six and a half seasons, Don has churned through nine secretaries, who were often the victim of their boss’ womanizing ways.   A switchboard operator in Season 1, Lois becomes Don’s secretary in Season 2 after Peggy’s promotion, but he fires her for being incompetent. The model-like Jane gets assigned to Don’s desk in Season 2 and it isn’t long before she starts an affair with Roger Sterling, who leaves his wife to marry her.   A Sterling Cooper employee since Season 1, Allison started as a receptionist and became Don’s secretary in Season 3. When a drunken Don forgets his keys after a Christmas party, she delivers them to his apartment and the two sleep together.   After Allison resigns, Joan assigns Bert Cooper’s elderly secretary to Don’s desk, knowing she’s the one secretary he won’t have an affair with (though it was revealed that in her younger years, Roger did just that). Blunt and cantankerous, Ida provided some comic relief before dying suddenly at her desk.   The French-Canadian Megan was promoted from the typing pool to Don’s secretary after Miss Blankenship’s death and quickly leads her boss back into his womanizing ways. On a trip to California in the season finale, Don proposes on a whim and the two later marry.   An image search for â€Å"secretaries cartoons† brings up screeds of drawings of varying degrees of offensiveness that perpetuate the stereotypes. It’s not surprising that the organization founded in 1942 as â€Å"The National Secretaries Association†- after several intervening name changes- has settled on this one: â€Å"The International Association of Administrative Professionals.† The widespread change from calling the employees formerly known as â€Å"secretaries† to â€Å"administrative assistants† is justified by the argument that running an office is more complicated than it was in the past. But, isn’t everything? We still call teachers teachers and doctors doctors. Words other than secretary exist or could be coined for office jobs that do not entail as much work and expertise as that of secretary: receptionist, filing clerk, mail clerk, errand-runner, coffee-maker. I predict that if the occupation of â€Å"administrative assistant† turns out to employ mostly women, the term will take on the same sexist overtones as secretary. Euphemisms tend to take on the connotations they are invented to dispel. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Try to vs. Try andAppropriate vs. Apropos vs. Apt

Music under Stalin Essay Example | Topics and Well Written Essays - 1000 words

Music under Stalin - Essay Example The RAPM which dominated the 1920s and 1930s also advocated for anti-Western aesthetics that could be seen in works such as Lady Macbeth and led to the realization of the commencement of the Soviet musical history. Members of this group such as Marian Koval became one of the greatest critics of the works of Shostakovich (Edmund 2000, p. 88). There were other groups that were not as influential as RAPM such as Muzyka-massam which translates to music to the masses founded in 1929 to produce music to the citizens. Much, later, there has been political meaning given to the music written by Russian composers such as Shostakovich in which the works were overtly propagandist in nature such as the Eleventh Symphony that were a protest against the Soviet Union under Stalin. Shostakovich also composed music that could be said to be formalist when the RAPM was influential such as the opera â€Å"The Nose† and the ballets â€Å"Bolt and The Golden Age† that showed disdain for the m usic performed by RAPM. Despite the good works by artists such as Shostakovich and Prokofiev amongst other composers, they underwent a lot of repression in the year 1948 when the regime through its secretary general issued a decree denouncing them for their formalism and thus their music was suppressed with no publications or performances. Music under Stalin The Soviet regime’s under Stalin and those who adopted Stalinism had a stranglehold on the music that was supposed to be produced and composed that made creativity a difficult affair. However, some artists such as Shostakovich, Prokofiev and others managed to create musical masterpieces with distinct messages mainly to counter propaganda and inspire revolutionary purposes amongst the masses (Fairclough 2012, p. 68). There is still very limited understanding of the Soviet reality as concerns the music that was played and performed under Stalin. This incomprehension often leads to the misunderstanding and misrepresentation of the motivations and activities of those who composed and performed music including their meaning in the Soviet Union under Stalin. For example Shostakovich rarely explained his musical pieces with a program emphasizing no reference or illusions to his attitude towards the Soviet regime. Instead, he preferred confiding in a circle of friends whom he could t rust as discussing his music elsewhere would have killed his musical career. The revered Russian composer Rodion Shchedrin states that during the 1950s, nobody wanted to go to the gulag as at that time there was no independent judiciary in Russia as the Communist party was the only jury with Stalin as the assumed judge. There is clear evidence that music was mostly composed for the omnipotent regime which sought to control the citizens both physically and spiritually as shown by the music of Prokofiev and Shostakovich. These two geniuses of Russian music were later accused amongst other Soviet musicians of not composing music that was accessible to the masses with their music christened ''antinarodnaya† which implied that their music was against the people. In â€Å"The War Symphonies: Shostakovich against Stalin† by Larry Weinstein, the author states that the film is clearly made to counter the propaganda of the

The Battle at Belmont Essay Example | Topics and Well Written Essays - 500 words

The Battle at Belmont - Essay Example ucah to stage a demonstration against Leonindas Polk Confederate general to stop undertaking of strengthening from Polk to Sterling price and Thompson in Missouri (Hughes, 1991). On the evening of the sixth, Grant boarded two brigades summing to 3114 men on Cairo’s river transport and Bird’s point, and proceeded down the river a distance of about 8 miles. Later that night Grant received an information about Confederates crossing at Columbus with the intended plans to censor off Colonel Oglesby’s stake, when asked about that , excuse was given that Ogleby’s had left just to try play Jeff Thompsons rebel force and got to be around Indian Ford on the St.Francis. This book also explains how the gunboats opened the battle, and explains the involvement of Colonel James C. Tappan who was a democrat and served as a judge in 1861, Augustus C. Watsons, a wealthy planter who organized an artillery company of New Orleans, and Major general Polk who found Tappan at the riverbank looking for a boat to transport him back across the river (Hughes, 1991). Later after the gunboats actions with the battery’s parrot guns burst which executed two and hurt three, Tappan and Beltzhoover deployed their minor forces in defense of the two streets which were approaching the Belmont landing and Grant shown as the under cover of the gun boats. It also explains the actions of the Confederates left, Brigadier General Pillow reached at front line of Tappan’s on the Belmont claiming that he didn’t get sufficient time to deploy his line before assailed by the Federals. Though the Pillows deployment is explained to have been awkward. The actions of the Confederate right, they progressed no good, however being better displayed from the position of both terrain and intersection. Tappan saw Russell deploying for the progress and ordering his command headfirst, and enforced Tappan to charge to 70 yards before Russell ran out of ammunition. After the Russell’s command discharged to

Believing in Una of Naslunds Ahabs Wife :: Naslunds Ahabs Wife Essays

Believing in Una of Naslund's Ahab's Wife Naslund's novel, "Ahab's Wife" was immensely more satisfying and realistic than Melville's "Moby Dick." I hope to explain why Naslund did not merely present a "feminine" version of Moby Dick, but presented similarly universal themes within more realistic and meaningful contexts. By becoming intimate with the reader, she expects more: she expects us to understand the world from a different perspective. Melville tries to be funny by making things ridiculous. Naslund makes reality funny. From what I gathered of other's opinions of Moby Dick, the hilarity came from the absurdity. In my mind, however, when something seems impossible the story seems to change to the realm of cartoon or science fiction. It seems not only not funny, but weird and irrelevant. I was glad, after feeling like I must not have any sense of humor, to laugh out loud to Ahab's Wife. "'And some people believe' Kit put in, 'that if you eat cucumbers, your nose will grow long. Or other parts.' 'What parts?' Frannie asked. 'Your feet,' Aunt said"(p93). Although just as silly, this is funny because it speaks to an awkward situation similar to one everyone has been in, probably on all sides. It is not the absurdity of the myth of the cucumber that I laugh at, but rather the Aunt's reaction to his reference. Naslund speaks to me, however, not because of realistic humor, but because of her contextual insight. Melville makes profound but irrelevant commentary on the world, while Naslund shows us her journey to different understandings of the world. Melville, to use one of many examples of his philosophical meanderings, tells us that, "there is no quality in this world that is not what it is merely by contrast." This statement could be very insightful, except that he is talking not about understandings of the world or identity formation, but rather feeling physical warmth: "We felt very nice and snug, the more so since it was so chilly out of doors; indeed out of bedclothes too, seeing that there was no fire in the room. The more so, I say, because truly to enjoy bodily warmth, some small part of you must be cold, for there is no quality in this world that is not what it is merely by contrast." 52 This leaves me impressed that he was able to connect his wise perceptions of the world to an only slightly relevant story, and makes me want to steal the quote and apply it out of its context.

Effectiveness of EL interventions for facilitating children’s social and emotional development

1.Introduction The aim of this paper is to present a critical evaluation of the effectiveness of interventions focused on emotional literacy to facilitate children’s social and emotional development. To complete this aim, the first section will describe the cognitive theories of Piaget (1929) and Vygotsky (1986) in regards to child development and present the current understanding of the concept of emotional literacy (EL). The second section will present a critique of studies that initiated EL interventions for children and discuss their results in light of the two aforementioned theories. The last section of this essay will present the final concluding remarks and recommendations for efficient EL interventions. 2.Theories of Cognitive Development in Children Cognition is defined as the study of processes involved in the correct understanding and the correct interaction with the environment. Hence, cognition encompasses all these cognitive processes, attempting to explain ways in which humans understand their world. A total of seven of these processes (perception and memory, thinking and knowing, learning, reasoning, using language and problem solving) have been described in the study of cognitions (Palaiologou, 2016). Two of the most eminent cognitive psychologists, Jean Piaget (1929) and Lev Vygotsky (1986), developed two very distinct theories with regards to the way in which children attain development. Piaget argued that children attained development through various stages by which they construct knowledge (the so called schema). The schema would change according to the age of the child, as they would begin to perceive the environment in different ways. For example, teaching children letters and numbers at one schema and reading and writing at another. Thus Piaget set a strong emphasis on the environment in which the child grew up, as a strong contributor to his/her development. Reminiscence of this theory can be seen today in practical terms, where school environments are adapted to suit the learning needs of children of various ages (Saracho, 2012; Palaiologou, 2016). Vygotsky (1986), on the other hand, did not view child development as an individual process which resulted from environmental interaction, but as the result of social interaction (Justice and Sofka, 2010). The researcher introduced the term zone of proximal development to signify actions that the child can learn from others and the zone of actual development to signify actions that the child can maste (Justice and Sofka, 2010)r. From this perspective, Vygotsky (1986) argued that the process of learning is characterized by a partnership between the child who learns and the adult who substantiates the learning needs of the child through social interaction (Justice and Sofka, 2010). Currently, in the most classroom environments, the cognitive model of Piaget (1929) is used, in which children pass through development stages that are mandatory. However these stages cannot be correlated with children who, under social cultural influence, have to acquire behaviours that their counterparties only acquire later in life. For example some children may learn reading and writing earlier than their counterparties. In this regard, Biddulph (1995) makes a connection between failure in cognitive tasks at an early age and aggressive behaviour among children in primary schools arguing for the importance of EL. In Piaget’s model, emotional literacy is disregarded in favour of cognitive literacy, which leaves children exposed to negative emotions and subsequent problematic behaviour (Sherwood, 2008). At this point, it is important to explain the notion of EL. This is defined as a set of skills that encompass the ability to recognise, comprehend, manage and express appropriately emotions. EL is also referred to as emotional knowledge (Park and Tew, 2007). Other definitions of this concept describe it as the practice of thinking collectively and individually about the way in which emotions shape actions and use this understanding for attaining an enhanced thinking capacity (Park and Tew, 2007). One other possible definition of this term describes EL as a process of interaction by which a better understanding of personal and collective emotions is achieved. This understanding of emotion is then used to inform actions (Park and Tew, 2007). Social and emotional developments in children have been connected with EL as well as with academic achievement as many of the skills need for attaining academic success are similar with skills that come with EL (Brian, 2006). These include the use of language, cooperation with teachers and peers as well as being able to listen. At the same time, EL promotes a safe and caring environment for children in which positive relations are established which in return provide emotional security to children and help them reach their developmental potential (Brian, 2006). 3.EL Interventions Several EL interventions that aim to achieve child social and emotional development have been implemented. These will be discussed in the following sections. From the literature, studies testing their efficiency have been extracted. According to the setting and approach used by these interventions, three types of EL interventions have been distinguished: EL interventions under the form of educational programmes, EL interventions that focused on parental involvement and School Based EL. The following sections will assess the efficiency of the EL categories interventions identified.3.1.EL Delivered by Educational ProgramsA pilot study conducted by Gimenez-Dasi, Fernandez-Sanchez and Quintanilla (2015) demonstrated that children as young as 2 years old can benefit from EL interventions. The study contained a total number of 54 participants who were randomly assisted to control and experiment group. Baseline measurements were taken and the intervention was applied. In this case, the inte rvention to the experimental group consisted of a 30-min session per week for a period of six months. The EL training was delivered by a teacher who had been previously trained in this procedure. Anova analysis of the two groups showed that the intervention group had higher scores in affective knowledge and social competence but both group maintained roughly the same level of emotional regulation capacity (Gimenez-Dasi, Fernandez-Sanchez and Quintanilla, 2015). The authors conclude that this intervention was efficient, at least in part, in improving EL in children as young as 2 years old. A similar population was studied by Camil et al. (2010) who conducted a meta-analysis study of 123 comparative interventions with EL and control groups for pre-school children. In the selected studies the EL intervention was delivered either by direct intervention in a pedagogical manner or via inquiries which set a stronger emphasis on student participation. The authors found thatEL interventions which focused on cognition tend to have a descending effect through time. Simply put, the effects did not last. Direct intervention EL showed some positive effects for cognition yet individualisation had a more significant impact. Burger (2010) also argues that EL intervention programs have some short-term and long-term effects even for children from disadvantaged backgrounds. Going back to the theories of Piaget and Vygotsky it can be argued that quality social interactions aids child development even under an improper economic environment, hence Vygotsky approach of information transfer s eems more efficient for EL. Another study conducted by Humphrey et al. (2010) with children in the age group of 6 to 11 years old noted that EL has been attained and maintained by children seven weeks following the intervention. Similar to the methodology used by (Gimenez-Dasi, Fernandez-Sanchez and Quintanilla (2015), Humphrey et al. (2010) divided the 253 children participating in the study in control and intervention groups. The conclusions of this study have demonstrated improved EL skills in children when data was analysed from self-reporting questionnaires, but the same results were not present when self-reporting questionnaires from parents and students were assessed (Humphrey et al.,2010). This renders questionable the efficiency of the intervention, especially since the duration of the programme was only 7 weeks and data was collected under the influence of participant reporting bias by self-reporting questionnaires. Liew (2012) argues that self-regulatory interventions that aim at achieving social and emotional development need to be administered in conjunction with temperament-based frameworks. In other words, cognition and learning comes easier when there is a self-regulatory mechanism already in place. As this author argues, separating the two does not provide long lasting EL effects (Liew, 2012). One way to analyse this statement is to assume that EL interventions in schools may be more successful as they will encompass both cognitive as emotional development. The next section will analyse these aspects.3.2.EL School InterventionsOne such study (Brown and Aber, 2011) analysed results upon delivering an intervention consisting of social-emotional learning with literacy development for children’s social, emotional, behavioural, and academic functioning. The intervention lasted for two years, with 1,184 children from 18 elementary schools taking part in this experiment. As with the previ ous two studies discussed (Gimenez-Dasi, Fernandez-Sanchez and Quintanilla 2015; Humphrey et al., 2010) baseline measurements were taken and children were randomly assigned to the intervention or control group. Two years after the intervention, children in the intervention group noted improvements in self-report of hostile attribution bias and aggressive interpersonal negotiation strategies. Lower levels of depression have also been recorded in this group. Teachers in the participating schools also reported less instances of aggressive behaviour, higher attention skills and higher social competent behaviour in these children (Brown and Aber, 2011). Denham and Brown (2010) discuss the notion of Social–emotional learning (SEL) and its possibility to aid child social and emotional development through an integrated framework (Appendix 1) that encompasses school, parents and peers for aiding achieving development. At the same time, the authors link SEL with academic success and note that this model may be adjusted to a variety of variables which would suit the child’s development needs (i.e. student teacher interaction or child parent interaction) (Denham and Brown, 2010). Given that the framework accounts for a the main relationships that are defined by social interaction, by the skills needed to obtain positive interaction and by accounting for the environment and self-regulatory mechanisms, it can be argued that its application may be highly effective. Nevertheless, due to its complex nature, the framework may also be difficult to apply and may also require high levels of cooperation between children, parents and te achers for it to be implemented. Durlak et al. (2011) conducted a meta-analysis study researching the effects of SEL in various schools. A total number of 270,034 participants were accounted for from the 213 analysed studies. The participants were followed up from kindergarten through high school. By contrast with control groups, children that were involved in SEL programs showed significant improvements in attitudes, social skills as well as emotional skills. Additionally, academic performance and behaviour were also improved by 11 percentile-point gain in contrast to control groups. Upon analysing the results, Durlak et al. (2011) concluded that the most successful SEL programs focus on four distinct areas, combining them for attaining optimal results. These are strategies that include emotion, behaviour, cognition and communication. As the authors argue, EL programmes which do not include all these components may achieve only short term benefits and may also be less successful. Kramer et al. (2009) obtained similar results in a qualitative study design involving 67 student participants and 67 parents/caregivers. The implemented SEL strategy was delivered via a new curriculum named Start Strong. The programme was developed two years prior to this study, and included various EL strategies including behavioural and cognitive tasks (Merrell et al., 2007). Kramer et al. (2009) investigated not only the effects of this curriculum for SEL but also potential barriers to implementation of such programs in schools and the support provided by local educational authorities. Based on the analysis of the collected information, the authors concluded that there were statistically noticeable improvements in child behaviour and emotional skills. These effects were maintained in the 6-week follow-up measurements. The authors also identified barriers to implementation, such as limited understanding of the programme, lack of interest and limited resources delivered by local au thorities.3.3.Parental InvolvementOther researchers followed the lines of the theory developed by Vygotsky in regards to exploiting the notion of zone of proximal development. Thus, a series of studies investigated the effects of parental involvement for child EL. Sheridan et al. (2010) argue that parental engagement is connected with a series of adaptive skills in children who are in the pre-school age group. The authors conducted a randomised control trial with a longitudinal approach using parental involvement as an EL strategy. A total number 220 children participated in the research and data was collected for a period of four years. The authors noted that significant differences were observed between the control and the intervention group in self-control, aggression and anger and other behavioural problems. Furthermore, differences were also noted in initiative behaviour, attachment and anxiety and withdraw behaviours. While the authors concluded that parental involvement play s a significant role in child development of emotional and social skills and overall EL, Sheridan et al. (2010) also note that this area needs further exploration. In a similar study conducted in Australia, Havighurst et al. (2014) analysed the effectiveness of EL intervention that involved parents and teachers for children with severe behavioural issues. Professionals delivering the intervention had background training in EL while parents involved in the experimental group were trained via the Tuning in to Kids (TIK) method, developed by Havighurst et al. (2009). Positive results of using this tool for training parents in being more emotionally attentive with their children have also been reported by Wilson et al. (2012). The results obtained by Havighurst et al. (2014) in measuring the real world effects of the TIK intervention as an EL strategy showed that children of parents who attended TIK obtained significant behavioural improvements, including higher levels of behavioural control, social positive interaction, empathy and better emotion understanding. 4.Conclusion Based on the studies analysed in regards to EL interventions, a series of conclusions can be drawn. Initially it is important to point out that almost none of the EL strategies follow the approach of Paige in regards to environmental implications for development and stages of learning. However, some notes to different age groups and the effects of the EL strategy were made. In this regard, Gimenez-Dasi, Fernandez-Sanchez and Quintanilla (2015) showed that children as young as two can obtain some benefits from EL, yet the small age may be a factor for which behavioural control was not achieved. Moreover, if looking at programme interventions and school-based interventions, it is notable that these studies focused on bringing in a professional or training a professional to teach children EL. This in return implies that Vygotsky theory of knowledge transfer from adults to children is the preferred approach for EL. This becomes particularly evident in EL strategies that aim for parenta l involvement, where children of parents who are taught to be more emotionally aware of their child’s social and developmental needs, obtain positive results in EL. As it was noted, interventions that are delivered with focus on only one area (behaviour, emotion, cognition and communication) do not bring efficient or lasting effects, especially if they are delivered for a short period of time and if there is little interest or understanding of the intervention (Liew, 2012)Moreover, some frameworks are extensively complex and their complexity may act as a barrier for implementation. Effective EL strategies must begin early, preferably in the pre-school period especially considering that good EL plays a strong part in cognitive capacity. Furthermore, effective EL interventions must include all four areas of development and should be relatively easy to apply and understand. Also, effective EL strategies must be implemented over an extensive period of time and benefit from parent al involvement. References Biddulph, S. (1995). Manhood: An action plan for changing men’s lives (2nd ed.). Sydney: Finch Publishing. Burger, K. (2010). How does early childhood care and education affect cognitive developmentAn international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly, 25(2), 140–165. doi:10.1016/j.ecresq.2009.11.001 Camilli, G., Vargas, S., Ryan, S., & Barnett, W. S. (2010). Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development. , 112(3), 579–620. Denham, S. A., & Brown, C. (2010). â€Å"Plays nice with Others†: Social–Emotional learning and academic success. Early Education & Development, 21(5), 652–680. doi:10.1080/10409289.2010.497450 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A Meta-Analysis of school-based universal interventions. Child Development, 82(1), 405–432. doi:10.1111/j.1467-8624.2010.01564.x Gimenez-Dasi, M., Fernandez-Sanchez, M., & Quintanilla, L. (2015). Improving social competence through emotion knowledge in 2-Year-Old children: A pilot study. Early Education and Development, 26(8), 1128–1144. doi:10.1080/10409289.2015.1016380 Havighurst, S. S., Duncombe, M., Frankling, E., Holland, K., Kehoe, C., & Stargatt, R. (2014). An emotion-focused early intervention for children with emerging conduct problems. Journal of Abnormal Child Psychology, 43(4), 749–760. doi:10.1007/s10802-014-9944-z Havighurst, S. S., Wilson, K. R., Harley, A. E., & Prior, M. R. (2009). Tuning in to kids: An emotion-focused parenting program-initial findings from a community trial. 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